Network Initiatives

How does sound become music?
Project or Program Summary
Please provide a summary of the project/program as demonstrated in the case study: 
Teaching artists Ringo Brill and Steve Baczkowski developed a program titled "Ancient Voices," focused on middle schools students sharing their passion for their art form, music. A residency was created using the Young Audiences' IDEA Model providing a structure for the Ancient Voices program. Jazz musicians Brill and Baczkowski implement the learning standards of science, technology and math in their 7-session residency. Two schools were chosen for these residencies to take place during the school day. Both schools have challenges of behavior and attendance.
Portfolio Purpose and Rational
Portfolio Purpose and Rationale: Why has this case study been submitted?: 
This program exemplifies the use of the IDEA model template and is a good example of how to utilize the template to facilitate a residency. The partnership was created with these schools, Waterfront Elementary and Charles Drew 59 because of the age group of the students, and the challenges the administration and teachers face with low attendance and behavioral issues. They are also classified as Persistently Low Achieving (PLA) schools by the New York State Department of Education. Ancient Voices supports New York State Learning standards in Math and Science by allowing students to problem solve, work collaboratively and apply scientific concepts to their project.
Overall Conclusions
What are your overall conclusions regarding the documentation gathered for this case study?: 
Using observation and video interviews to assess this program was beneficial. It helped the teaching artists to see the culmination of their work, and it helped the classroom teacher realize how much the students were able to extract from the experience. We also used teachers journals and collected student work samples for assessment. All of these methods combined provide a well rounded picture of the success of the program. We were able to see growth of the students academically, emotionally, socially, and some even gained an interest in music that they hadn't had before.
Assessment Conclusions
What conclusions have you drawn from the responses to the assessment tools you have developed?: 
The majority of the students, no matter what their learning ability level, were able to convey that they had learned something. Some learned more than others, and of course learning ability plays a role in that. However, using the assessment tools, we were able to see that every children learned something and quite a few learned a great deal.
Answering the Inquiry Question
Back to the initial inquiry question, can it be answered?: 
Students were able to answer an inquiry question set prior by the artists in the design of the residency. Students were able to either verbally provide an explanation or physically demonstrate how sound becomes music.
Conclusions: What Was Learned
What was learned?: 
1. Students demonstrate relevant scientific principles as they relate to music. 2. Students understand that sound is a physical force that can be measured and that it affects its surroundings. 3. Students explore techniques of sounds production, rhythm based on mathematical relationships. 4. Students create a collective composition and/or demonstrate the application of the introduced concepts. 5. Students are able to connect how different cultures use materials found in their own environment for unique purposes.
Conclusions: What Can Be Done Differently In The Future
What can be done differently in the future?: 
Setting up work stations would better serve the creative process instead of having students line up at the table and trying to squeeze in to have access to creative materials. We learned from the first iteration, and made changes the second time around, in order to make the program run more smoothly.
Conclusions: How Will This Inform The Work Moving Forward
How will this inform the work moving forward?: 
Moving forward, the teaching artists have learned that the IDEA Model planning template is a working document and that modification to it is expected. By updating their IDEA Model template, teaching artists have realized the importance of constantly assessing their own program and modifying it when necessary to do so. The Director of Education for the affiliate found this work to inform how we will structure facilitation and assess programs in the future.
Core Content Standards
Mathematics: 
Make sense of problems and persevere in solving them
Reason abstractly and quantitatively
Attend to precision
Reading: 
Integration of Knowledge and Ideas
Writing: 
Production and Distribution of Writing
Speaking and Listening: 
Comprehension and Collaboration
Science / Dimension 1: Scientific and Engineering Practices: 
Asking questions (for science) and defining problems (for engineering)
Planning and carrying out investigations
Analyzing and interpreting data
Obtaining, evaluating, and communicating information
Science / Dimension 2: Crosscutting Concepts That Have Common Applications Across Fields: 
Patterns
Cause and effect: Mechanism and explanation
Structure and function
Science / Dimension 3: Core Ideas In Four Disciplinary Areas / Physical Sciences: 
Energy
Waves and their applications in technologies for information transfer
Science / Dimension 3: Core Ideas In Four Disciplinary Areas / Engineering, Technology, and the Applications of Science: 
Links among engineering, technology, science, and society
21st Century Learning Skills
Themes: 
Global Awareness
Learning and Innovation / Creativity and Innovation: 
Think Creatively
Work Creatively with Others
Implement Innovations
Learning and Innovation / Critical Thinking and Problem Solving: 
Reason Effectively
Make Judgments and Decisions
Solve Problems
Life and Career / Initiative and Self-Direction: 
Manage Goals and Time
Work Independently
National Core Arts Standards
National Core Arts Standards: 
Creating
Performing/Sharing
Responding
Connecting/Connections
Local Standards
Describe Any Local Standards Met By The Program: 
NYS standards are reflected in the Common Core Academic and Arts standards.
Project Summary
6-8
Urban
Music
Science Technology
Social Studies
Mathematics
Attachments
Institutional Overview
Organization(s)
Young Audiences of Western New York
1 Lafayette Square
14203 Buffalo , NY
United States
New York US
School District(s)
Buffalo Public Schools 14204 Buffalo , NY
United States
New York US
School(s)
Waterfront Elementary School
95 Fourth Street
14204 Buffalo , NY
United States
New York US
Teacher(s)
Name: 
Chris Stephens
Subject Taught: 
Social Studies
Grade: 
6
Teaching Artist(s)
Name: 
Ringo Brill & Steve Baczkowski
Artist Field(s): 
Music